A Study Of English Reading Strategy Training In Senior High School

Economic globalization and the development of modern information society have made reading more and more important.Through reading,people can get information from newspapers,books and massive fragmented network resources,and at the same time,they can also broaden their knowledge and improve their cultural competency.As an important information input channel in English learning,English reading plays a very important role in daily life.The comprehensive English ability of students depends largely on their English reading ability.The cultivation of English reading ability can improve students' reading achievements in learning English effectively.The Chinese Registration Scale of English Learning Ability and the New National English Curriculum Standards put forward new requirements for English reading teaching today.Studies have shown that by developing students' awareness of using reading strategies,students' reading ability and reading achievements could be improved effectively.The purpose of this study was to conduct a study on the reading strategy training in a senior high school,so as to solve the specific problems during students' reading process and develop their comprehensive language literacy while improving their reading achievements and reading ability.This study selected 70 senior students in the class taught by the author in grade two as the research participants,and tried to answer the following three research questions:(1)What are the students' difficulties in using reading strategies?(2)Can this reading strategy training improve students' ability of using reading strategies? And how?(3)What's the effect of reading strategy training on students' reading achievements and their interest and confidence in reading?This study adopted the method of qualitative research and quantitative research.Specific problems in the reading process were determined based on the reading strategy questionnaire,reading tests and interviews,after which the author made a corresponding plan and implemented it.Cognitive strategies were supposed to be used most frequently in the reading process,while many students have no idea about how to use cognitive strategies.Therefore,the most important part of the training in the class was the cognitive strategy training.The training of meta-cognitive strategies and affective strategies were mainly carried out in students' after-class reading training.The reading strategy training was divided into two stages.There were two aspects of the first stage of the training: the cultivation and guidance of reading habits and reading methods,including cultivating students to use reading strategies.In the second stage,the training focused on developing students' ability to select appropriate reading strategies according to different reading materials,and improving students' comprehensive language proficiency.At the end of the teaching implementation,the study was analyzed from the qualitative and quantitative perspectives,and reached the following conclusions:Firstly,before the reading strategy training,most students were lack of the awareness of reading strategy and they knew little about how to use reading strategies.Secondly,after the training,students' awareness of reading strategy enhanced and their ability of using reading strategies improved significantly.The specific impacts were manifested in the following areas: the frequency of using reading strategy and choosing proper reading strategy according to different articles.Thirdly,the reading strategy training not only had great influence on the students' reading performance but also aroused their interest,widened their reading and built their self-confidence in reading.Meanwhile,their learning autonomy improved greatly.In accordance with the major findings of the reading strategy training,this study provides some implications for teachers' reading teaching and students' ability in applying reading strategies.Besides,the limitations of the study have been summarized and suggestions for future researches are presented for reference.